Scientific Identity and Its Influencing Mechanisms Among STEM Graduate Students: Qualitative Study Based on Interviews with Science and Engineering Graduate Students in Chemistry
DING Qing-Ran1, TAN Si-Nan1, WU Ya-Ni2*
1. School of Chemistry and Materials Science,Jiangxi Normal University,Nanchang 330022,China; 2. Faculty of Education and Social Work,University of Auckland,Auckland 1010,New Zealand
Abstract This study conducted in-depth semi-structured interviews with eight science and engineering graduate students in chemistry at a provincial normal university.The findings reveal that the scientific identity of science and engineering graduate students is diverse and influenced by both internal and external factors over time.Scientific practice in daily life serves as a crucial source for the development of their scientific identity.Social recognition from mentors,peers,and family can enhance their scientific identity.But, for individuals with low self-identity,social recognition may exacerbate the misalignment between self-efficacy and external expectations, ultimately weakening their scientific identity.For most students,the formation of scientific identity is a passive process,driven more by employment demands than intrinsic interest when making career choices.In a collectivist culture,scientists are often portrayed as a professional group with lofty status,sacred qualities,and exceptional talent,which creates a sense of unattainable admiration and hinders the development of students’ scientific identity.
DING Qing-Ran, TAN Si-Nan, WU Ya-Ni. Scientific Identity and Its Influencing Mechanisms Among STEM Graduate Students: Qualitative Study Based on Interviews with Science and Engineering Graduate Students in Chemistry[J]. Chinese Journal of Chemical Education, 2025, 46(10): 100-108.
